INTRODUCTION
Background of the Study
Problem Identification
Problem Limitation
Problem Formulation
Objective of the Study
15Andi TenriAmpa, et.al.,"Students' needs to develop learning materials for speaking skills in Indonesia", Journal of Education and Practice, volume 4/ no. 17, p.174. Andi Tenri Ampa.et.al., "Students' Needs to Develop Learning Materials for Speaking Skills in Indonesia", Journal of Education and Practice.
Benefit of the Study
REVIEW OF THE RELATED THEORY
Theoretical Review
- The Concept of Speaking
- The Concept of Scaffolding Strategy
One of the main reasons for including speaking activities in language lessons is to help students develop spoken English language processing skills.4 Students who are used to speaking English effectively are special because not all students can do or become such a thing. The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language.13 Thus, from the above statements it can be concluded that the function of grammar is to fix the exact meaning of the sentence context-based; in addition, it is used to avoid misunderstandings in any communicator.
Theoretical Framework and Paradigm
- Theoretical Framework
The scaffolding strategy paradigm and students' speaking performance at tenth grade level in SMA NEGERI 1 Punggur. The result of the students' performance test in tenth grade in SMA Negeri 1 Punggur. The result of students' speaking performance after test at tenth grade in SMA Negeri 1 Punggur.
This means that there is a positive and significant influence of the use of scaffolding strategy on the students' speaking performance at the tenth grade of SMA Negeri 1 Punggur. This means that there is a positive influence of the use of scaffolding strategies for students' speaking performance at the tenth grade of SMA Negeri 1 Punggur. Sahwa Ahmed Al-Yami, "The Effectiveness of Scaffolding Interactive Activities in Developing the English Listening Comprehension Skills of the Sixth Grade Primary School Girls in Jeddah", King Abdul Aziz University, 2008.
RESEARCH METHOD
Research Design
This study consisted of two variables, the independent variable that used Scaffolding Strategy (X) and the dependent variable that was Speaking Performance (Y). Quantitative research tended to analyze data in terms of pre-existing categories and the researcher then attempted to examine the nature of these items in the data25. Daniel explained that when setting up experiments, he usually compared two or more groups, one of which (the experimental group) received the experimental treatment and the other (the control group) did not.
Based on the statement above, the researcher will use one class the experimental and the control class. Since this was a quasi-experimental research applying pre-test, post-test control group design, the researcher passed pre-test to determine the effect of the experiment before the treatment was given, and a post-test, the same instrument , after the treatment was given. After the post-test, statistical analysis was performed to see if the treatment had an effect.27.
Population, Sample and Sampling Technique
- Population
- Sample
- Sampling Technique
Creswell stated that the sample was a subset of the target population to observe”29. Thus, in this research the researcher would take as a sample X IPS4 which consisted of 34 students.
Operational Definitions of Variables
- Independent Variable (Scaffolding Strategy)
- Dependent Variable (Speaking Performance)
An independent variable was a variable that the researcher suspects may relate to or influence the dependent variable.31 Independent variable also called treatment. Independent variable for this research was Scaffolding. Scaffolding strategy could be defined as speaking strategy to provide space and knowledge for students in retelling text. The dependent variable was the most important variable that would be measured in the research.32 Dependent variables are variables that depended on the independent variable: they were the outcomes or results of the influence of the independent variable.
Fluency, infrequent skips, and speaking speed are within the normal range. 1 Adapted from:Journal; Using digital discussion through commenting blog to improve students' skill in writing analytical expository text33.
Data Collection Method
- Test
- Documentation
- Observation
This meant that a test had to be done to get the right data before completing the research. Therefore, in this research, the researcher would use a data collection test that consists of a pre-test and a post-test as a data collection method to measure students' text narration using monologue as a spoken form. A pre-test would be given to the students in the first meeting to find out the speaking ability of the students before conducting the discussions, to know the ability of the student to narrate the text using monologue as a spoken form before doing the action research.
In addition, the researcher would use this method to get detailed information about the state of the school, such as;. Based on the observation, the researcher was able to determine if there was anything the study needed to be influencing speaking ability. In this step, the researcher observed the learning process through format observation.
Research Instrument
Observation was the activity of recording the event and action.36 The observation was made while teaching the learning process. In this step, the researcher observed the learning process by using an observational method to collect the data in the research process.
Data Analysis Technique
Source: The result of the students' pre-test for speaking performance of tenth grade students in SMA N 1 Punggur on March 1, 2017. The researcher has conducted the post-test to know if there is any effect of Scaffolding strategy on the students' speaking performance. After applying the method, the researcher analyzed the data by using analysis of chi-square to prove whether there is a positive and significant effect of Scaffolding Strategy on students' speaking performance in tenth grade in SMA Negeri 1 Punggur.
Ha) is accepted if there is a positive and significant effect of the use of the Scaffolding Strategy on the students' speaking. While (Ho) is rejected, if there is no positive and significant effect of using Scaffolding Strategy on the students' speaking performance. Therefore, it can be concluded that the use of scaffolding strategies has a positive and significant effect on students' speaking performance at the tenth grade of SMA Negeri 1 Punggur.
RESULT AND DISCUSSION
Description of the Research
- Description of the Research Location
- Description of Research Data
SMA Negeri 1 Punggur started accepting new students based on the Head of Education Department and the Head of Tourism, Art and Culture Department's decision of Lampung Tengah Regency, number D.8/2003 on March 17, 2003. In the first place , the management and development of SMA Negeri 1 Punggur was implemented by the Head of SMA Negeri 1 Kotagajah (Drs. Syatbi Tahmid, M.M) because SMA Negeri 1 Punggur did not yet have teachers and staff. The purpose of pretest in this research is to know the student's speaking performance before treatment.
Based on the table and diagram of frequency distribution above, it can be deduced that out of 34 students as the sample of the research there were 3 students who achieved the Minimum Mastery Criteria (MMC) that is 75. After knowing the pre-test result who are dissatisfied , the researcher gives posttest after giving treatment. From the table above it could be seen that there was an increase in the students' speaking performance.
Hypothesis Testing
Based on the result above, it could be inferred that the post-test was categorized in good category, although some of the students were still bad in speaking, but it was good because they had a good effort in speaking. After giving test, the researcher analyzes the data by using Chi-Square (χ2) with two variables to prove if there is a positive and significant using Scaffolding Strategy on the students'. The contingency table of the expected frequency of the results of the students' speaking performance in the pre- and post-test.
The data in the table above is based on the Expected Frequency contingency table to calculate X2. Then, to know the critical value of chi-square, the researcher calculates the df (degree of freedom). It means that the alternative hypothesis (Ha) which explains that there was a positive and significant impact of using the scaffolding strategy on students' speaking performance is accepted, while the null hypothesis (Ho) which explains that there was no positive impact and significant from the use of the scaffolding strategy. on students' speaking performance is rejected.
Interpretation
Discussion
Limitation
1 Adapted from:Journal; Use digital discussion through comment blogging to improve students' ability to write analytical expository text18. 18Widya Arum Wicaksani, Using Digital Discussion through Comment Blog to Improve Students' Ability to Write Analytical Expository Text, (Universitas Negeri Semarang, 2013), p. From the paradigm above it can be described that the use of scaffolding strategy will affect the students' speaking performance.
The influence of the scaffolding strategy on students' speaking performance will be high, fair or low, depending on how this strategy is used. The scaffolding strategy has a positive and significant influence on students' speaking performance in tenth grade in SMA NEGERI 01 Punggur. The scaffolding strategy has no positive and significant influence on the students' speaking performance in tenth grade in SMA NEGERI 01 Punggur.
Falmer Press, 2005), p.94. the history of the school, the teaching structure, the employees, the organizational structure and the number of students at SMA NEGERI 1 Punggur. Note: The total number of students' speaking scores is multiplied by four (score x 4) so that the students' final score is 100.
CONCLUSION AND SUGGESTION
Conclusion
Based on the analysis of the research data, the researcher can generally summarize the conclusion of this research. With the scaffolding strategy that always guides and supports the learner, they are more courageous to speak. The speaking performance achievement of students who are taught by scaffolding strategy scores higher than those without scaffolding strategy.
Suggestion
Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk narrative, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam bentuk narrative, narrative dan procedure text. Setelah berfoto bersama turis mancanegara, kami jalan-jalan mengitari pelataran Candi Borobudur dan membeli beberapa oleh-oleh.
Guru mengarahkan kepada siswa tujuan pembelajaran dengan menanyakan beberapa pertanyaan sebelum memperlihatkan contoh text .. recount. Borobudur Temple" and try to find where is orientation, event and reorientation and try to verbally answer the question. Understand most of what is being said at medium speed 5 Understand what is being said at medium speed but.
3 Memiliki kesulitan besar mengikuti apa yang dikatakan. Saya hanya mengerti, "pembicaraan sosial" diucapkan dengan lambat dan dengan pengulangan yang sering. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi. lingkungan dalam bentuk recounting, narrative dan procedure text.
